Relevant bibliographies by topics / No-fee school policy

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  1. Journal articles
  2. Dissertations / Theses
  3. Book chapters

Academic literature on the topic 'No-fee school policy'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "No-fee school policy"

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Naicker, Inbanathan, Phumlani Erasmus Myende, and Zamokwakhe Thandinkosi Ncokwana. "Responding to school funding challenges in no-fee and fee-paying schools: Lessons from South African principals." South African Journal of Education 40, no. 4 (2020): 1–11. http://dx.doi.org/10.15700/saje.v40n4a2036.

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Drawing on the quintile system of categorising schools, South African public schools are bifurcated into no-fee and fee paying schools. Emerging research has shown that school principals in both categories of schools encounter several challenges with regard to school funding. In this article, we employ contingency leadership theory to examine how school principals respond to the school funding challenges they encounter. An interpretive, qualitative case study drawing on semi-structured interviews with 4 purposively selected principals was conducted. To augment the interview data, purposively s
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Barnett, Emma Priscilla, and Rouaan Maarman. "Principals’ views on the implementation of the no-fee policy through the lens of capability theory." South African Journal of Education, no. 40(3) (August 31, 2020): 1–9. http://dx.doi.org/10.15700/saje.v40n3a1673.

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The purpose of the study reported on here was to investigate the implementation of the no-fee schools policy in quintile 1 schools in the Frances Baard district of the Northern Cape province. The South African schooling system categorises schools into quintile 1 to 5 schools, and, since 2006, disadvantaged learners in quintiles 1 to 3 have been exempted from paying fees. This study explored the perceptions of school principals regarding the implementation of the no-fee policy in the South African context, by applying a capability approach, which offers a novel perspective. In the study we used
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Mestry, Raj. "The role of governing bodies in the management of financial resources in South African no-fee public schools." Educational Management Administration & Leadership 46, no. 3 (2016): 385–400. http://dx.doi.org/10.1177/1741143216665838.

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The National Norms and Standards for School Funding policy was adopted by the government to address equity in South African public schools. This pro-poor funding policy compels the state to progressively fund schools based on a quintile ranking system. Schools lacking in infrastructure, physical and financial resources and usually located within poor socio-economic environments are ranked quintiles 1 and 2. These schools are referred to as no-fee schools and are provided with far more state funding than well-resourced schools, ranked quintiles 4 and 5. More recently, quintile 3 schools, servin
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Naong, M. N. "Perceptions and implications of no-fee school policy: School-based management perspectives." Africa Education Review 10, no. 2 (2013): 253–80. http://dx.doi.org/10.1080/18146627.2013.812284.

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Chanee, Albert. "Narrowing the achievement gap of Grade 12 in no-fee schools in Gauteng using pro-poor funding." South African Journal of Education 40, no. 4 (2020): 1–12. http://dx.doi.org/10.15700/saje.v40n4a2048.

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Since the advent of democracy in 1994, access to quality and equitable education still remains a challenge in the Gauteng province. As an intervention to improve access and quality of learning in all schools, especially township schools, the Gauteng Department of Education (GDE) declared schools across Quintiles 1 to 3 throughout the province to be no-fee schools. In this article we examine various GDE pro-poor intervention programmes, the effects of a progressive school funding policy, and efforts to achieving equity through improved resource allocations. It is essential to assess the progres
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Dibete, Kgabo Johannes, and Onoriode Collins Potokri. "Policy compliance of SGB members on their financial management roles in selected no-fee schools in Limpopo province of South Africa." International Journal of Educational Management 32, no. 5 (2018): 799–812. http://dx.doi.org/10.1108/ijem-03-2017-0058.

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Purpose The purpose of this paper is to investigate the perceptions of school governing bodies (SGBs) members’ role in financial management in no-fee schools so as to understand their compliance with policy frameworks when managing school finances. No-fee schools are schools in which the learners cannot be levied fees because of the poor socio-economic background of their parents, and are located in Quintiles 1-3 according to National Norms and Standards for School Funding Policy. Design/methodology/approach A qualitative research design/approach within the interpretive paradigm was adopted fo
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Marishane, R. N. "Empowerment and accountability in implementing a ‘No-Fee School’ policy: A challenge for School Governing Bodies." Africa Education Review 10, no. 2 (2013): 224–37. http://dx.doi.org/10.1080/18146627.2013.812264.

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Lumadi, Rudzani Israel. "Critical path to a sustainable future of managing no-fee secondary schools in the Limpopo Province." South African Journal of Education 40, no. 4 (2020): 1–7. http://dx.doi.org/10.15700//saje.v40n4a2044.

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The disparity in the socio-economic status of South Africa has forced the government to adopt a funding policy for public secondary schools. The policy is based on funding schools considered to be poor because they are in poverty-stricken communities. Most of these schools lack infrastructure, and physical and financial resources to be run successfully, while the former Model C schools have adequate resources. In this article I advocate for equitable funding for all learners, and the role played by the school governing body (SGB) in the management of funds is also identified. Semi-structured i
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Abdullah, Fahri. "ANALISIS MANAJEMEN ARUS KAS TERKAIT KEBIJAKAN UANG KULIAH TUNGGAL DAN BIAYA KULIAH TUNGGAL SEKOLAH TINGGI AGAMA ISLAM NEGERI DI SULAWESI SELATAN." Ekspose: Jurnal Penelitian Hukum dan Pendidikan 17, no. 2 (2019): 683–93. http://dx.doi.org/10.30863/ekspose.v17i2.124.

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This research was conducted with the aim to; analyzing cash flow management, reviewing the acceptance of the first one-year regular SPP S1 for STAIN students and the first year until the fourth year before and after the policy of Single Tuition and Single Tuition Fee (UKT-BKT) at the State Islamic High School in South Sulawesi. This research uses descriptive analysis and statistical test, statistic test on acceptance and use before and after UKT-BKT, done with t test for paired sample with SPSS (Statistical Package for the social science) with 90% confidence level (significant level ? = 0.05.
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Haque, Muhammed Shahriar, and Tahmina Akter. "Cultural Imperialism in English Medium Schools: A Critical Insight." Stamford Journal of English 7 (April 6, 2013): 98–128. http://dx.doi.org/10.3329/sje.v7i0.14468.

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English medium schools in Bangladesh, particularly in Dhaka are providing an alternative form of private education at the primary, secondary and higher secondary levels. However, it cannot be denied that such schools are generally unregulated by any national education boards or monitoring bodies in terms of their syllabus, recruitment policy, admission procedures or their tuition fee structure. Consequently, they enjoy a kind of autonomy like no other education system in Bangladesh. English medium schools on the one hand may be contributing towards the rise of English and the standard of Engli
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Dissertations / Theses on the topic "No-fee school policy"

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Brown, Clive Jimmy William. "Teachers’ and parents’ experiences regarding the no-fee policy in a historically disadvantaged school." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2531.

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Thesis (MEd)--Cape Peninsula University of Technology, 2016.<br>Many schools in the Western Cape Province of South Africa have opted to change from a fee-paying school to that of no-fee paying school, due to the small or no income of funding received annually from learners from poor economic backgrounds. The study aimed to investigate whether this school fee system was able to successfully address barriers which the previous system was unable to, and for this reason I addressed the stakeholders who are involved in the implementation of this no-fee school policy. This study aimed to explor
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Mampuru, Motubatse William. "Challenges faced by secondary schools in the implementation of "No fee Schools Policy" in the Sekhukhune District of Limpopo Province." University of Limpopo (Turfloop Campus), 2012. http://hdl.handle.net/10386/1117.

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Thesis (M.A.) --University of Limpopo, 2012<br>The study was undertaken because the researcher was concerned about the denial of poor learners the right to education, as their parents could not afford to pay School Fees due to high unemployment and poverty in rural schools. The researcher noticed that schools sent learners home to collect school fees and also withheld learner reports until the required amount was paid. As a result, “Fee Exemption policy” was available to exempt poor parents from paying School Fees, but it was not effective because schools did not inform them to apply for th
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Mokoena, Masilo Daniel. "Implementation of no-fee schools policy : a case study in Bolobedu Cluster Circuits of Mopani District." Thesis, University of Limpopo, 2013. http://hdl.handle.net/10386/1412.

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Thesis (Ph.D. (Curriculum Studies)) --University of Limpopo, 2013<br>After the establishment of the first democratic government in South Africa in 1994, the Education Ministry started transforming the apartheid education system into the democratic education system aimed at achieving equity, redress and access to education. Amongst the policies developed, were South African Schools Act (Act No. 84 of 1996), National Norms and Standards for School Funding, Exemption of Parents from Payment of School Fees Regulations, Education Laws Amendment Act (Act No. 24 of 2005), Amended National Norms and S
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Hoffman, Samantha Melissa. "Capability sets of teachers with regards to the implementation of the curriculum and policy statement in a no-fee school community in the Western Cape." University of the Western Cape, 2017. http://hdl.handle.net/11394/6352.

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Magister Educationis - MEd<br>Since the onset of democracy in 1994, education in South Africa has undergone many developments and changes due to curriculum innovations and interventions. For more than two decades, the government has been seeking to eliminate the divisions of the past by establishing a society based on democratic values, social justice and the observance of fundamental human rights as described in Act 108 of 1996 in the Constitution. The curriculum changes in South Africa after 1994 had a huge impact on the education system as a whole, and classroom teaching shifted from being
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Setoaba, Mapitsi Phineas. "The implementation of the 'no-fee' school policy in selected primary schools in Limpopo." Thesis, 2011. http://hdl.handle.net/10500/4037.

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South Africa began with the ‘no-fee’ school policy (NFSP) implementation on 01 January 2007. The policy abolished mandatory school fees in public ordinary schools to make basic education available to poor learners in the country. However, critics argued that the NFSP implementation made poor schools poorer and needed researched. This prompted an exploration on “No-fee schools’ inability to address the needs of the poor in Limpopo” The researcher randomly sampled ten ‘no-fee’ primary schools for the study. Data were collected through semi-structured interviews and documentation. Interviewees
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Mohlala, Jonas. "The probable implication of declaring schools as fee-paying and no-fee-paying on the secondary schools financial management in Soshanguve." Thesis, 2015. http://hdl.handle.net/10500/23283.

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The research centres on the degree to which the no-fee-paying policy is influencing the financial management of schools in Soshanguve. The no-fee-paying policy stems from the Education Laws Amendment Act 24 of 2005 according to which the levying of mandatory fees was abolished at public schools that are declared no-fee-paying institutions. The state funded these newly declared no-fee-paying schools in order to create greater access to quality education and to improve the educational resources and equipment in impoverished schools. According to the findings of this research, there is little or
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Musandiwa, Fhatuwani Freddy. "An investigation into the management and implementation of no fee school policy on the access of education in Limpopo Province, Vhembe District : a case study of Mudaswali Circuit." Diss., 2014. http://hdl.handle.net/11602/137.

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Dibete, Kgabo Johannes. "The role of the school governing bodies in managing finances in no-fee schools in the Maraba circuit of Limpopo Province." Diss., 2015. http://hdl.handle.net/10500/19901.

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Seventeen years after the passing and enactment of the South African Schools Act (SASA), Act 84 of 1996 which regulates the establishment of democratically elected school governing bodies (SGB) and which contains directives on how to organise and manage school funds, SGBs are still struggling to understand their roles and responsibilities. This study is aimed at investigating the perceptions of school governing body members as regards to their financial management roles in selected no-fee schools in the Maraba Circuit of the Limpopo Province, South Africa. The study used a qualitative research
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Juan, Andrea Liesel. "The no-fee schools policy: a case study of policy implementation in four KwaZulu-Natal schools." Thesis, 2007. http://hdl.handle.net/10413/3738.

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Education under the apartheid system was governed by the notion of separate development for each race. After the democratic elections in 1994, education policy has undergone numerous changes. The current Department of Education (DoE) is tasked with the responsibility of ensuring quality education to both advantaged and disadvantaged schools in order to eradicate the inequality fostered by the education policies of the apartheid regime. The inability of parents to pay for school fees was identified as the key determinant in access to schooling. So, although access to equal standards of educatio
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Book chapters on the topic "No-fee school policy"

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Kabay, Sarah. "Understanding School Fees in Relation to both Access and Quality." In Access, Quality, and the Global Learning Crisis. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192896865.003.0007.

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Between 1990 and 2007, sixteen different countries in sub-Saharan Africa used national education policy to formally abolish school fees. Implementing its Universal Primary Education Policy in 1997, Uganda was the third country in sub-Saharan Africa to do so. School fee abolition is typically understood along a single dimension: access. Any cost associated with attending school is seen as discouraging access; conversely, efforts to reduce costs are seen as improving access. Little to no research has investigated the connection to quality. In this chapter, analyzing a school savings program presents the opportunity to investigate how an intervention that encouraged the payment of school fees relates to both access and quality. Secondary analysis of a randomized controlled trial and research questions on mediation and moderation are used to explore this issue.
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